Welcome to the
Text-Only Winter 2005 edition of NewsNotes
In this issue:
If you wish to post a message to the MELUS membership, please use: MELUS-L
For NewsNotes postings, use NEWSNOTES-LIST@marshall.edu
NewsNotes accepts submissions year-round and will post updated information as soon as possible after our submission deadlines: usually in September, December, and March/April. If you have ideas for ways to enlarge our Table of Contents, send suggestions to:
Dr. Katharine Rodier, Professor of English & Director of Graduate Studies, Marshall University, One John Marshall Drive, Huntington WV 25755-2646, rodier@marshall.edu If you would prefer to receive NewsNotes in print copy or another format, please drop us a line at MELUS@marshall.edu. Updated December 2005 by Monica Garcia Brooks, Assoc. Dean of Libraries/Assoc. Professor, MELUS NewsNotes Technical Editor, brooks@marshall.eduMLA-MELUS Program Announcements
Black
Lit and Culture Division Cash Bar will be in Wilson C at the
Marriott on
Dec 28 from
You’re cordially invited to the MELUS reception at the MLA, in which we will honor Professor Tey Diana Rebolledo for her excellent scholarship and leadership in the field of Chicana literature. The reception will take place in a suite at Marriott Wardman Park on December 29th between 8 and 10 PM. Please call the front desk to ask for Dr. Andrew Furman’s suite number. from Wenying Xu, Ph.D., Associate Professor, Director of Graduate Studies, Department of English, Florida Atlantic University, Boca Raton, FL 33431, (561) 297-2065, wxu@fau.edu
CALL FOR NOMINATIONS FOR NEW MELUS OFFICERS
The Executive Council of MELUS invites nominations for the six elected officer positions described below. Candidates for office must be MELUS members and possess expertise appropriate to the officer's duties. Term of service is April 2006 through March of 2009.
With special regard for the multiethnic mission of the Society, applications from minorities and women are particularly invited. Self-nominations will be permitted. Emails or letters making nominations should relate the candidate's experience to the duties of the office. Candidates will be asked to submit a brief statement outlining their qualifications and experience and a complete curriculum vitae. Nominations are due January 1, 2005.
Send nominations with supporting statements via email to: Dr. Marcy Newman at marcynewman@mac.com.
President
The President shall chair meetings of the Society
and coordinate all of the functions of the Society.
He/she shall administer the Constitution and By-Laws
throughout the year. With the elected members of the
Executive Committee, he/she appoints all non-elected
officers, reviews significant expenditures, and
shall make arrangements for conferences, national
and regional meetings, publications, etc. The
President takes ultimate responsibility for all
aspects of the Society's programs and activities.
Vice President
The Vice-President and Program Director shall
coordinate the annual program , including the
national MELUS conference and sessions at other
regional and national conferences. The Program
Chairperson directs preparations for the annual
national MELUS Conference in consultation with the
Executive Committee and local organizers. Once the
MELUS President has secured a contract with a
university that specifies the responsibilities of
the campus and the Society, the Program Chairperson
or his/her designate serves as a resource person for
the campus coordinator, who is expected to follow
the guidelines outlined in the MELUS Conference
Handbook. The Vice-President and Program Director
coordinate MELUS projects (i.e., bibliographies,
abstracts, etc). Both shall develop procedures for
future projects and programs.
Secretary
The Secretary shall set the agenda and keep minutes
of the Executive Committee and membership meetings
and shall distribute copies to the Executive
Committee before each meeting. The Editor of MELUS
NewsNotes should receive a copy of the minutes in
time to publish them in the first yearly usually
January--issue. In conjunction with the President,
the Secretary will also notify the Executive
Committee of the time and place of its annual
meeting. The Secretary also serves as the liaison
between the Executive Committee and the Editor of
NewsNotes, the Webmaster/mistrix, the MELUS listserv
moderator, and others involved with communicating
internally and externally the activities and
policies of the Society.
Treasurer
The Treasurer shall establish and maintain a careful
bookkeeping system in accordance with the
requirements put forth by the non-profit corporation
laws. He/she, as well, sends out to the President
and the Membership Chairperson a monthly list of all
checks received from the membership. He/She reports
regularly to the Executive Committee about such
matters as the percentage of dues which goes to the
journal, regular payments to the journal, and
regular financial statements received from the
Managing Editor of the Journal, which the treasurer
incorporates into his/her quarterly report and] will
eventually present in an annual report at the
business meeting. This officer also works with the
Executive Committee on basic financial operations, !
such as designing a yearly budget, fulfilling
contractual obligations, and receiving and keeping
track of all MELUS funds, including membership and
conference registration fees. Members of the
Executive Committee may also call on this officer to
assist in soliciting patrons, writing grant
proposals and promoting other activities that
support the financial health of MELUS.
Membership Chairperson
Is charged with recruiting and welcoming new members
and publicizing MELUS activities through
distribution of MELUS brochures and other means.
This officer will also keep the MELUS membership
list up to date (using the Microsoft Access database
provided by the Editor of the MELUS Journal and [the
latest membership list from the Treasurer). This
officer works in tandem with the Editor of the
Journal and the Treasurer in responding to members?
and nonmembers? inquiries about membership status,
changes of address, and generally keeps vital lines
of communication open between the Society and its
current or potential membership. The Membership
Chairperson finally coordinates the publication of
the MELUS membership booklet.
Graduate Student
Representative
The Graduate Student Representative helps the
Society address the specific needs and concerns of
MELUS members who are currently graduate students
and recruits new members and potential leaders for
MELUS from among this population.
Dr. Marcy J. Knopf-Newman,
marcynewman@mac.com
Announcing the weblink for Atlantic Studies -- http://www.tandf.co.uk/journals/titles/14788810.asp
Atlantic Studies provides an international forum for research and debate on historical, cultural and literary issues arising within the new disciplinary matrix of the circumatlantic world. In particular, it seeks to foster a transcultural dialogue between the two hemispheres and, specifically, among the nations of Europe, the Americas and Africa.
DoubleTake Magazine merges with Points of Entry to form a new documentary studies journal which will be distributed through Johns Hopkins University Press, Journals Division. Editors Dr. Robert Coles and Professors Roberta Rosenberg and Terry Lee solicit essays, photographs as well as fiction and poetry for the next issue.
Newport News, VA--December 1, 2005, DoubleTake, the influential magazine of documentary and literary arts, has done a double-take of its own, returning to publication in January 2006, by combining forces with another journal, Points of Entry: Cross-Currents in Storytelling. The new merger will produce a magazine with the familiar look and mission of the old DoubleTake but also an interest in narrative journalism in both the newsroom and classroom.
DoubleTake was founded in 1995, and went on a publishing hiatus in 2003. The union of DoubleTake with Points of Entry will increase the audience of the two magazines in this project, redoubling each magazine's mission to not only instruct and delight, but to foster connections from the artistic and academic communities to the general public. As Robert Coles noted in the first issue of his magazine in 1995, "We regard the magazine as an educational institution and the teachers and librarians of the country are, for us, colleagues."
The creation of the new DoubleTake/Points of Entry, distributed through the Johns Hopkins University Press Journals Division, is the joint effort of Dr. Robert Coles, well-known for his own documentary work, and Terry Lee and Roberta Rosenberg, the founding editors of Points of Entry, a journal that shared Coles’s vision of honoring documentary
Trinity College, Hartford CT, invites applications for the Ann Plato Fellowship. The Ann Plato Fellowship, named for a 19th-century African-American poet, essayist, and! teacher, supports a doctoral student who is an American citizen and is engaged in writing his or her dissertation. Applicants from historically underrepresented groups, including African Americans, Asian Americans, Native Americans, Pacific Islanders, and U.S. Latinos, are especially encouraged to apply. Preference will be given to candidates working in fields currently supported by the College. The Fellow enjoys faculty status, delivers a formal, public lecture in the fall semester, and teaches one course in the spring semester. The fellow is expected to be in residence during the fellowship tenure and to become engaged in the Trinity College community. The Fellowship provides a $35,000 stipend; a campus apartment; an office; use of a computer; library privileges at Trinity, including the Watkinson Library, and our consortial colleges, and ready access to Hartford-area archives, including the Connecticut Historical Society, the Wadsworth Atheneum, the state library, the Cities Data! Center, and the Harriet Beecher Stowe Center. Appointment is for one academic year.
Applicants should send a letter of interest that outlines the significance of their dissertation research and teaching philosophy, curriculum vitae, a copy of their dissertation proposal, a 10–20 page writing sample, and three letters of recommendation to the Ann Plato Search Committee, c/o Janet Marotto, Williams 232, Trinity College, Hartford, CT 06106 by December 16, 2005. Applications are reviewed by an interdisciplinary faculty committee.
Trinity College is an Equal Opportunity, Affirmative Action Employer.
Paul Lauter
Allan K. & Gwendolyn Miles Smith
Professor of Literature
Trinity College
Hartford, CT 06106, USA
Tel: 860-297-2303; Fax: 860-297-5258
MELUS Panel at the American
Literature Association Conference
May 25-28, 2006 - San Francisco, CA
Topic: Multi-Ethnic American Graphic Narrative
We invite paper abstracts concerning the theoretical,
literary, and
historical sweep of graphic narrative and its links to
multi-ethnic
discourse for a MELUS panel to be held at the 17th annual
American Literature Association Conference in San Francisco,
CA, May 25-28.
Consult our
page for full submission guidelines:
http://faculty.tamu-commerce.edu/droyal/melus.htm
Deadline for submissions is
10 January 2006.
"Locating Feminist Mothers: The Politics and Challenges of Research on Early African American Women--A Roundtable Discussion."
As more texts written by African American women are recovered and/or texts are reconsidered, unique challenges arise in this process. Identifying and recovering texts by early African American women and locating feminist practice by 18th and 19th century African American women demand research and scholarly support that are often difficult to obtain. This session will explore these difficulties as well as the work at the center of these challenges. We invite one-page paper proposals on issues faced, particularly for women, when conducting research on African American women in the 18th and 19th centuries for a roundtable discussion at the SSAWW 2006 annual meeting. Submissions might focus on challenges researching the works/lives of early African American women, institutional/scholarly resistance to this research, or personal gendered challenges to research. Send abstracts to DoVeanna S. Fulton (doveanna.fulton@asu.edu) and Mary Loving Blanchard (mblanchard@NJCU.edu) by Jan. 15, 2006.
Call for Papers on Pauline Hopkins - Papers are invited on any aspect of Hopkins's work: her novels, short fiction, nonfiction, or her lesser known (and less available) drama. Send abstracts to Jill Bergman at jill.bergman@mso.umt.edu by January 15, 2006. From Jill Bergman, Associate Professor, English, Assistant Dean, College of Arts and Sciences, University of Montana, Missoula, MT 59812, (406)243-5352, 243-2632, fax: (406)243-2556
The University of Puget Sound - Conference on Race and Pedagogy
The University of Puget Sound (Tacoma, WA) will host a conference on Race and Pedagogy keynoted by Prof. Cornel West on Sept. 14-16, 2006. The conference will bring together scholars, teachers, and students to discuss the pedagogical implications of race in higher education, particularly but not exclusively in institutions and programs oriented towards a liberal education in the arts and sciences. Refining, extending, and questioning our understanding of the pedagogical implications of race is critical if we are to improve the racial-cultural experiences of all our students and prepare our students for citizenship and leadership in a diverse world where race continues to matter.
The conference planning committee encourages teachers, scholars, and students across disciplines (e.g. humanities, social sciences, physical sciences) with an interest in race and pedagogy to examine the three themes which will guide the conference. We hope that you will recognize areas of interest and/or concern in these themes, and will consider joining us as either presenters and/or participants. In addition to invited speakers and panels, the conference will include refereed panels, papers, and poster sessions. For a list of confirmed speakers/participants and specific submission guidelines, please visit the conference web site at http://www.ups.edu/raceandpedagogy/ . Questions can be addressed by email to <raceandpedagogy@ups.edu >.
Theme 1: Race, Knowledge, and Disciplinarity
Overview: This theme explores the ways in which specific academic disciplines negotiate the issue of race and the ways in which race enables and/or constrains the production of knowledge.
Papers and/or panels exploring this theme might:
• explore the range of goals different instructors and/or disciplines have for student learning when engaging the issue of race;
• address such questions as: "why has race assumed a prominent position in certain disciplines?" as well as "why has race been rendered invisible in certain disciplines?";
• identify and examine disciplinary (and interdisciplinary) modes of inquiry through which race enters a discipline's scholarly conversation and its classrooms;
• explore different aspects (themes, issues, events, processes, individuals, etc.) of what constitutes a discipline's understanding of race;
• identify and examine how issues of race (e.g. racialized exclusion and inclusion, silencing and supremacy) function in the way "we" both encounter and/or construct what has come to count as knowledge (the given and primary categories and/or ways of seeing and investigating the social and material world which appear natural and which frame, identify, distinguish, reproduce, and sustain our discrete disciplinary or interdisciplinary "homes"); and,
• identify questions, objectives, perspectives, topics, methodologies, research strategies, and/or pedagogical techniques for situating race more productively in disciplinary conversations and in the classroom.
Theme 2: Racial Dynamics and Racial Performances in the Classroom (and beyond)
Overview: This theme explores the ways in which students and teachers embody and perform race, and the ways in which racial dynamics affect behavior inside and outside the classroom.
Papers and/or panels exploring this theme might:
• identify and examine the different behaviors and forms of racial performance in which students and teachers engage as well as the consequences and/or effects of these behaviors and localized, embodied performances (e.g. stereotyping, privilege, violence);
• help conference participants recognize productive and/or problematic racial dynamics and performances;
• develop strategies for responding to these dynamics and performances;
• identify strategies for hindering and promoting motivation and student learning;
• help conference participants understand how our racialized bodies work as texts that carry the inscription and memory of history;
• identify strategies for managing the selection, representation, interpretation, and reception of the knowledge that is brought to and created in the classroom; and,
• explore ways to negotiate the challenges and possibilities for building critically empowering and participatory learning communities.
Theme 3: Race, Pedagogy, and Community
Overview: This theme explores the ways in which students, teachers, administrators, and the educational institutions which they collectively constitute are situated within or in relation to broader communities.
Papers and/or panels exploring this theme might:
• identify and examine the ways through which particular historical or contemporary communities and/or social movements have challenged and changed the kinds and terms of knowledge, and the access to and representation of peoples of color in higher education.
• identify ways to locate, formulate, and question the ways in which our institutional identities as publicly accountable and obliged citizens continually shape and reshape the way we understand our contemporary pedagogical possibilities and opportunities; and
• explore tensions, partnerships, and possibilities that can shape pedagogy.
May 25-28, 2006, San Francisco, California, Conference info: www.calstatela.edu/academic/english/ala2/
The Circle for Asian American Literary Studies (CAALS) and the Society for Multi-Ethnic Literature of the United States (MELUS) seek papers on the topic BEYOND MULTICULTURALISM to be presented at the American Literature Association annual convention, May 25-28, in San Francisco.
Multiculturalism has been a driving force in U.S. society since the civil rights movement and has been credited with many advances in promoting the cause of minority groups, from altering hiring practices to transforming the literary canon. Literary production and college syllabi reflect the diversity of U.S. culture like never before. However, over the past decade, critics have begun to argue that multiculturalism, once considered the answer to the problem, is actually part of the problem. Some, like Stanley Fish, argue that multiculturalism has been hijacked by commercial cultural. Others, like Vijay Prashad, claim that multiculturalism is “racism at a distance” in that it fetishizes culture as a monolithic, primordial, and identity-defining essence. Many have turned to the postmodern sublime as a new model, where contingency, hybridity and subjectivity-shuttling frees us from the confines of cultural essence. But still others argue that racism cannot be combated with a postmodern model, or what E. San Juan Jr. calls, “the rebarbative postcolonial babble about contingency ruling over all.”
Are we in a post-multicultural era? Is multiculturalism still a viable program? If so, how can it incorporate globalization, diaspora, cultural hybridity, and other facts of contemporary life? If not, what will replace it? Is polyculturalism a viable alternative? What new paradigms are on the horizon?
Please send paper proposals to Jeff Partridge at the following email address: jeffpartridge@snet.net Proposal deadline: January 15, 2006.
REVISED CFP (DATE CHANGED)
-
CRITICAL ESSAYS ON MEENA ALEXANDER -
DEADLINE EXTENDED -
Edited Collection
Contributions are invited for a
collection of critical essays on any
aspect of Meena Alexander's work as
poet, memoirist, novelist, literary
theorist, and thinker. The publication
of the tenth anniversary edition of
Fault Lines as well as two recent
volumes of poetry, Illiterate Heart
(winner of PEN Open Book Award 2002) and
Raw Silk (2004), provides a watershed
moment to examine and evaluate
Alexander's creative oeuvre in the
context of contemporary transnational,
multi-ethnic, and feminist theory and
aesthetics. Although Alexander has been
widely anthologized and acclaimed as a
contemporary South Asian American poet
and thinker, no major collection of
critical commentaries on her work has
yet appeared, a void that this
collection hopes to address. How does
Alexander's work intervene in the
coruscating issues of the present moment
and map the circuitous routes of
violence from religious fundamentalisms
in
Given below is a suggestive but not an
exhaustive list of possible topics:
the lyric in a time of violence;
transnational feminist poetics;
rethinking Indian nationalism;
trauma and language;
migration, exile, and home;
US race relations and multicultural
pedagogy;
postcoloniality, history and the
personal essay;
the body and memory;
memoir as a genre;
autobiographical fiction.
Send abstracts of 500 words (or
completed papers) by
“Translation” raises questions of authenticity, authority, legitimization, subjectivity, and objectivity. How can we theorize translation so that it can serve as tool to present "experience” with respect for the integrity of the other? What is the relationship between the different subjects involved in the process of translation? What is the role of translation in the validation of the narratives of marginalize communities and indigenous cultures? What are the ethics of translation?
For this special issue, we use the phrase “teaching in translation“ to refer to teaching that occurs across boundaries—of language, nationality, culture, class, race/ethnicity, gender, sexuality as well teaching that questions traditional disciplinary and hierarchical limits.
The editors of Transformations seek articles (3,000 – 8,000 words) and media reviews (books, film, video, performance, art, music, etc. – 1,000 to 3,000 words) examining approaches to teaching translation as a broadly understood concept in a variety of contexts: creative writing (for example, the multilingual texts), literature, women’s and gender studies, anthropology, history, psychology, sociology, art, photography, geography, religion, philosophy, working-class studies, ethnic studies, cultural studies, science, and others. Multidisciplinary approaches that focus on--or include--discussions of non-Western cultures are especially encouraged. Autobiographical criticism, narrative scholarship, photo-essays, and experimental work are welcome.
Topics might include, but are not limited to:
How teaching in translation can be implemented at all levels, K-12 and higher education.
How teaching in translation can be relevant to progressive education.
Hybrid genres and hybrid languages.
Teaching in translation in non-academic spaces such centers for refugees.
How to formulate and incorporate translation theories into pedagogical practice.
Send two hard copies in MLA format (6th ed.) to: Jacqueline Ellis and Edvige Giunta, Editors, Transformations, New Jersey City University, Grossnickle Hall Room 303, 2039 Kennedy Boulevard, Jersey City, NJ 07305 OR email submissions and inquiries to: transformations@njcu.edu. Email submissions should be sent as attachments in MS Word or Rich Text format. For submission guidelines go to www.njcu.edu/assoc/transformations.
USACLALS, 4th International Conference Oct. 27-29 2006, Santa Clara University, Fissures and Sutures: Sources of Division and Mutual Aid in Postcolonial Reflections on History and Literature
100 years ago, in 1906:
a 7.8 hit San Francisco (and an 8.6 earthquake hit Quito); Mt. Vesuvius erupted and devastated Naples; race riots broke out in Atlanta; Japanese students were taught in racially segregated schools in San Francisco; Theodore Roosevelt took the first official trip outside the U.S. by a sitting President; the first intercollegiate fraternity for African American students was founded; Reginald Fessenden made the first radio broadcast; the world’s first feature film (The Story of the Kelly Gang) was released; immunization against tuberculosis was developed; Richard Oldham proposed that the earth has a molten interior; the Second Geneva Convention was held; the All-India Muslim League was founded.
50 years ago, in 1956:
Pakistan became the first Islamic republic; Nasser became President of Egypt and nationalized the Suez Canal; the submarine telephone cable across the Atlantic was opened; Dr. B.R.Ambedkar, the Indian Untouchable leader, converted to Buddhism along with 385,000 followers; Fidel Castro and Che Guevara departed Mexico and landed in Cuba; Warsaw Pact troops invaded Hungary and the Hungarian Revolution began; Israel invaded the Sinai Peninsula; Britain got its first female judge; Japan joined the United Nations.
We invite papers of 15-20 minute presentation time relating to the general conference theme, or to other aspects of postcolonial literature and theory (including US ethnic literatures). Among questions and topics of likely relevance are the following:
Natural and man-made disasters and their impact on communities: partitions, border disputes, chemical pollution, tsunamis
Religion and its influence in uniting or dividing peoples
Gender-related issues of justice in local and global compacts
Identity politics and class conflict over time
Technology and globalization and their effects in history and in nation-building (or nation-dissolving)
There will also be opportunities for readings by poets and novelists on these and other themes.
Among probable speakers at this time are Bill Ashcroft, Pal Ahluwalia, Kirpal Singh, and R. Radhakrishnan.
Send 200-word abstracts electronically by March 1 to: jhawley@scu.edu
John C. Hawley, Dept. of English, Santa Clara University, 500 El Camino, Santa Clara CA 95053; or FAX: John Hawley, English dept.: (408) 554 4837
Call for Papers
The journal of Works and Days invites submissions of critical articles for the 2006 special issue, titled Asian American, African American, and Latino/a American Cultural Criticisms: Intellectual Intersections. Plans include developing the journal volume into an edited book by a reputable publisher. Comparative and historicized, this special issue/book project focuses on the new theoretical examinations of the similarities, differences, parallels, and intersections between the complex and counter-hegemonic intellectual, historical, theoretical, and political traditions of Asian American, African American, and Larino/a American cultural criticisms. Particularly the project of Asian American, African American, and Latino/a American Cultural Criticisms: Intellectual Intersections probes into how Asian American, African American, and Latino/a American cultural politics connect with each other, challenge the mainstream, and conceptualize rigorously the key issues of race, ethnicity, gender, class, sexuality, cultural, power, language, Asian diaspora, African diaspora, Latin American diaspora, and identity formation; criticisms of whiteness, racialization, American Empire, imperialism, neo-colonialism, global capitalism, and so forth. Theoretical intersections, political coalitions, and cultural alliances, despite difficulties, will continue to be forged between the three great and diverse peoples of Asian Americans, African Americans, and Latino/a Americans. Each contributor's article will be a comparative study of at least two of the three complex and dynamic schools of thoughts mentioned above, but the nature and focus of each inquiry are open. Each article ranges flexibly from 4,000 to 10,000 words in length including notes.
Contributors have much freedom on this. We focus more on the quality of each chapter and the whole project. Each article must be documented in MLA style, and can be either previously unpublished or published research. The special issue of Works and Days 2006 will be between 200-300 pages in print, and will be published in late 2006 or in early 2007. Email or mail 250-500 word abstracts with a 2-page cv and/or inquiries by January 31, 2006 and mail full-length submissions by
June 30, 2006 to the guest editor, Lingyan Yang (lingyan@iup.edu), English Dept. 110 Leo Hall, Indiana University of Pennsylvania, Indiana, PA 15705.This special issue of MELUS will focus on the emerging literature of Iranian Americans, (written by both women and men) and will explore the relationship between literature and Iranian immigration and the politics of US-Iranian relations in the second half of the 20th century and the emerging literature of this community at the start of the 21st century. Possible topics might include:
Memoir and Women's Narratives
The Fiction of the Iranian Revolution
The Return Narrative to Iran
Growing Up Iranian/Growing Up American
Expatriates and Exiles
Iranian American Poetry
We welcome proposals that discuss the emergence of Iranian American literature (including Canada) and explore the role of literature in creating a public Iranian identity in North America. Please submit a 2-page abstract to Persis Karim at pkarim@helios.sjsu.edu and Nasrin Rahimieh at nasrin@mcmaster.ca by no later than April 15, 2006.
CALL FOR ABSTRACTS/PROPOSALS - ETHNIC COMMUNITIES IN TRANSITION
The National Association for Ethnic Studies invites abstracts/proposals for papers, panels, workshops, or media productions from people in all disciplines and interdisciplinary areas of the arts, business, social sciences, humanities, sciences, and education.
The conference will create a lively forum for the discussion of issues related to ethnic communities, for example: race relations in the Pacific Rim, ethnic voices in literature, art and music, transforming communities, transnational communities, bisexual/transgendered/gay/lesbian communities, intermarriage, language, scientific communities, environmental racism and city planning.
Featured speakers include Lawson Inada, Vicki Ruiz and Helen Zia.
Two-hundred-fifty-word abstracts/proposals should be submitted by December 19th, 2005, which relate to any aspect of the conference theme, with the participant’s institutional affiliation and mailing address, telephone and fax numbers, and email address. The abstract/proposal must indicate whether the presentation is an individual paper or a complete panel presentation and if a/v equipment is needed. Complete panel proposals must include abstracts for each individual presenter.
All program participants much pay full conference registration and 2006 NAES membership dues.
Send abstracts/proposals to: Dr. Maythee Rojas, Department of Women’s Studies, California State University, Long Beach, 1250 Bellflower Blvd., Long Beach, CA 90840-1603, Telephone: (562) 985-2604; Fax: (562) 985-1868; Email: mrojas2@csulb.edu
Extended deadline for receipt of 250-word abstracts/proposals: December 19, 2005 For more information about the conference and NAES website, visit http://www.ethnicstudies.org
Demonstrates how imperialism was fundamental to the formation of
the early American republic.
FUGITIVE EMPIRE: Locating Early American Imperialism
Andy Doolen
University of Minnesota
Press | 280 pages | 2005
ISBN 0-8166-4453-5 | hardcover | $59.95
ISBN 0-8166-4454-3 | paperback | $19.95
Andy Doolen investigates
colonial and early national America, revealing how whiteness and
American identity were conflated to stabilize racial hierarchy
and to repulse challenges to national policies of slavery, war,
and continental expansion. Bridging the gap between the British
Empire and the new United States, Doolen concludes that imperial
authority lies at the heart of American republicanism.
“Fugitive Empire
makes provocative and compelling links between the conspiracy
theories that undergird a white American identity in the late
colonies, and Federalist projects fifty years later.” —Dana D.
Nelson
For more information, visit the book’s webpage:
http://www.upress.umn.edu/Books/D/doolan_fugitive.html
Sign up to receive news
on the latest releases from University of Minnesota Press:
http://www.upress.umn.edu/eform.html
An intensely personal and political confrontation with
prejudice, hatred, and violence.
WORDS TO OUR NOW: Imagination and Dissent
Thomas Glave
University ! of
Minnesota Press | 216 pages | 2005
ISBN 0-8166-4679-1 | hardcover | $25.95
It seems as if our
nation becomes more fragmented with each passing day.
The rifts between the wealthy and the poor, between
whites and those of color, between heterosexuals and
homosexuals, and between conservatives and liberals, are
widening at an alarming rate. Acknowledging the problem
is not enough; shame and anger are not enough; change is
our only option. America is faced with a choice: stand
together, or fall apart. Thomas Glave offers a
convincing argument for the former.
In his latest book,
Words to Our Now: Imagination and Dissent,
Glave delivers a searing condemnation of the prejudices,
hatreds, and inhumanities that persist in the United
States and elsewhere as both official policy and social
reality. Urging readers that the time for change is and
must be now,
Glave puts forth a deeply moral and ethical understanding of human rights to make vital connections
across nations, races, genders, and sexualities.
This immensely important book experiments with language
and form to provide a compelling model of creative
writing as a tool for social change and humanity.
“Deepening the tradition of intellectual, imaginative
dissent of writers like Édouard Glissant, Kamau
Brathwaite, Frantz Fanon, and James Baldwin,
Words to Our Now
is an eloquent blend of personal and political
imagery, of compassion and fury. Thomas Glave addresses
issues crucial to citizens of this world: the endless
warfare against which we live our lives, whether at home
or abroad; the warfare we wage against one another. Che
Guevara said that the true revolutionary is motivated by
love. Words to Our
Now is the work of a revolutionary mind.”
—Michelle Cliff
Thomas Glave
is assistant professor of English at SUNY Binghamton. He
is a Fulbright Scholar and the recipient of numerous
fellow! ships and awards, including the O. Henry Award
for Fiction (the first black gay writer to receive the
award since James Baldwin). The author of
Whose Song? and Other
Stories, Glave was named a “Writer on the
Verge” by The
Village Voice in 2000.
For more information, including and excerpt and the
table of contents, visit the book’s webpage:
http://www.upress.umn.edu/Books/G/glave_words.html
Traces how Cuba’s revolutionary past and uncertain
future collide with post–Cold War realities.
CUBAN PALIMPSESTS
José Quiroga
University of
Minnesota Press | 296 pages | 2005
ISBN 0-8166-4213-3 | hardcover | $59.95
ISBN 0-8166-4214-1 | paperback | $19.95
Cultural Studies of the Americas Series, volume 19
José Quiroga
explores the sites, both physical and imaginative, where
memory bears upon Cuba's collective history. From the
nostalgic photographs of Walker Evans to the stature of
Fidel Castro, from the legacy of artist Ana Mendieta to
the reburial of Che Guevara,
Cuban Palimpsests
memorializes the ruins of Cuba's past and offers a
meditation on its place within the new world order.
“Cuban Palimpsests
covers uncharted territory, particularly the post-Soviet
collapse period and its impact on Cuban culture.” —María
de los Angeles Torres
For more information, including the table of contents,
visit the book’s webpage:
http://www.upress.umn.edu/Books/Q/quiroga_cuban.html
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Minnesota Press:
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Reveals the history and impact of Native American
nonfiction writing.
THE PEOPLE AND THE WORD: Reading Native Nonfiction
Robert Warrior
University of
Minnesota Press | 280 pages | 2005
ISBN 0-8166-4616-3 | hardcover | $59.95
ISBN 0-8166-4617-1 | paperback | $19.95
Indigenous Americas Series
Focusing on
autobiographical writings and critical essays, as well
as communally authored and political documents,
The People and the Word
explores how the Native tradition of
nonfiction has both encompassed and dissected Native
experiences. Warrior begins by tracing a history of
American Indian writing from the eighteenth century to
the late twentieth century, then considers four
particular moments: Pequot intellectual William Apess’s
autobiographical writings from the 1820s and 1830s; the
Osage Constitution of 1881; narratives from American !
Indian student experiences, including accounts of
boarding school in the late 1880s; and modern Kiowa
writer N. Scott Momaday’s essay “The Man Made of Words,”
penned during the politically charged 1970s.
“A tremendously exciting and long-overdue project in the
intellectual development centered around American Indian
studies.” —K. Tsianina Lomawaima
For more information, including the table of contents,
visit the book’s webpage:
http://www.upress.umn.edu/Books/W/warrior_people.html
For more
information on the Indigenous Americas Series:
http://www.upress.umn.edu/byseries/indigenous.html
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Minnesota Press:
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"ReVisioning American Jewish Literature: Yesterday and Today and Tomorrow"
Studies in American Jewish Literature, 24 (2005), Daniel Walden, Editor.
There are 13 articles, one short story, and five book reviews. 224 pages. University of Nebraska Press. For more information, contact Manjit Kaur at mkaur@unlnotes.unl.edu
Among Worlds New Perspectives on Gloria Anzaldúa'
I'm delighted to announce the publication of my new book--an edited collection of essays and narratives about Gloria Anzaldúa* Entre Mundos/Among Worlds New Perspectives on Gloria Anzaldúa'* published by Palgrave Macmillan. Highlighting some of Anzaldúa's lesser-explored theories, Entre Mundos/Among Worlds invites readers to re-examine Anzaldúa's writings and theorizing from additional perspectives. This collection broadens Anzaldúan scholarship, shifting the conversation in new directions while underscoring the visionary yet pragmatic social-justice dimensions of her work.
Below is the table of contents
Unfinished Words: The Crossing of Gloria Anzaldúa
Chela Sandoval
Shifting Worlds, Una Entrada
AnaLouise Keating
autohistoria y
autohistoria-teoría. . . . (re)writing self, (re)writing
culture
1. Gloria y yoWriting silence and the search for the
fronteriza voice
Zulma Y. Méndez
2. The 1,000-Piece Nights of Gloria Anzaldúa
Autohistoria-teoría at Florida Atlantic University
Caren S. Neile
3. Reclaiming Pleasure Reading the Body in “People Should
Not Die in June in South Texas”
Mary Loving Blanchard
4. Daughter of Coatlicue: An Interview with Gloria Anzaldúa
Irene Lara
5. House of Nepantla
Irene Reti
nepantla. . . . pathways
to change
6. La Gloriosa Travesura de la Musa Que Cruza /The
Misbehaving Glory(a) of the Border-Crossing Muse
Transgression in Anzaldúa's Children's Stories
Edith M. Vásquez
7. Apertures of In-Betweeness, of Selves in the Middle
Mariana Ortega
8. From within Germinative Stasis Creating Active
Subjectivity, Resistant Agency
Maria Lugones
9. Negotiating Paradoxical SpacesWomen, Disabilities, and
the Experience of Nepantla
Carrie McMaster
nos/otras . .
. . intersecting selves/intersecting others
10. What Do You Learn From What You See? Gloria Anzaldúa and
Double Vision in the Teaching of
Writing
Eve Wiederhold
11. Reading National Identities The Radical Disruptions of
Borderlands/La Frontera
Beth Berila
12. Teaching la Conciencia de la Mestiza in the Midst of
White Privilege
Simona J. Hill
13. "Know Me Unbroken" Peeling Back the Silenced Rind of the
Queer Mouth through the Works of Gloria Anzaldúa
Mark W. Bundy
14. New Pathways to Understanding Self-in-Relation Anzaldúan
(Re)Visions for Developmental Psychology
Kelli Zaytoun
conocimientos . . . .
expanding the vision
15. “So Much Meat”Gloria Anzaldúa, the Mind/Body
Split, and Exerting Control over My Fat Body
Elena Levy-Navarro
16. Champion of the SpiritAnzaldúa’s Critique of Rationalist
Epistemology
Amala Levine
17. Shifting the Shapes of Things to Come The Presence of
the Future in Gloria Anzaldúa
Jane Caputi
18. Doing Mestizaje When Epistemology Becomes Ethics
Mónica F. Torres
el mundo zurdo, the new
tribalism . . . . forging new alliances
19. This is Personal Re-Visiting Gloria Anzaldúa
from within the Borderlands
Lee Maracle
20. Spirit, Culture, Sex Elements of the Creative Process in
Anzaldúa’s Poetry
Linda Garber
21. Radical Rhetoric Anger, Activism, and Change
Amanda Espinosa-Aguilar
22. Tierra Tremenda The Earth's Agony and Ecstasy in the
Work of Gloria Anzaldúa
Inés Hernández-Avila
23. Shifting Perspectives: Spiritual Activism, Social
Transformation, and the Politics of Spirit
Ana Louise Keating
"Reading this intellectually
delicious anthology reminded me of Anzaldua's stunning
genius. It provides further evidence that she belonged to
all of us and none of us at the same time. This book is a
tantalizing invitation to expand our understanding of
Anzaldua's ideas. As an educator and as a Chicana, I have
been yearning for this anthology for some time."
"This wide-ranging and imaginative volume offers invaluable
insight into the work of one of the most important cultural
theorists and creative writers of our time. One can only
applaud the contributors' efforts to do justice to the scope
and depth of Anzaldua's dazzlingly original poetry and
prose. This bold and illuminating book will help scholars in
American Studies, Cultural Studies, Gender Studies,
Religious Studies and a range of other fields, come to terms
with the rich, multivalent achievement of the incomparable
Gloria Anzaldua."--Shelley Fisher Fishkin, Stanford
University, Past-President American Studies Association
From Ana Louise Keating,
Ph.D., Women's Studies, Texas Woman's University, PO Box
425557, Denton, TX 76204-5557 , Fax940/898-2101 ,
Phone940/898-2129 (W); 940/323-8695 (H), akeating@twu.edu or
zami@mindspring.com